Developing Energy Literacy in US Middle-Level Students Using the Geospatial Curriculum Approach
作者： Alec M. Bodzin , Qiong Fu , Tamara E. Peffer , Violet Kulo
DOI: 10.1080/09500693.2013.769139
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摘要: This quantitative study examined the effectiveness of a geospatial curriculum approach to promote energy literacy in an urban school district and factors that may account for content knowledge achievement. An measure was administered 1,044 eighth-grade students (ages 13–15) Pennsylvania, USA. One group received instruction with (geospatial technologies (GT)) another ‘business as usual’ (BAU) instruction. For GT students, findings revealed statistically significant gains from pretest posttest (p < 0.001) on resource acquisition, generation, storage transport, consumption conservation. The had year-end scores significantly higher than those who learned BAU (p < 0.001; effect size being large). A multiple regression found prior kn...
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